EVALUATION AND PEDAGOGICAL DOCUMENTATION IN CHILDHOOD EDUCATION: RELATIONSHIPS AND PERSPECTIVES

This text deals with the monitoring of children's learning and development, as well as pedagogical action, through pedagogical documentation. To discuss the theme, the text adopted a qualitative approach, with bibliographic, documentary and state of knowledge research (LUDKE; ANDRE, 1986; FERREIRA, 2002; STAKE, 2010; MOROSINI; FERNANDES, 2014). The bibliographic and state of knowledge research allowed to conceptualize, characterize and reflect on pedagogical documentation as the visible listening (RINALDI, 2012; 2014) of children and the pedagogical work of educational institutions, in addition to highlighting the dialogue between theory and practice. Afterwards, the documentary research discussed the historical and conceptual context of the evaluation from the perspective of pedagogical documentation through the reflection of educational policies that currently standardize the stage, such as the Law of Guidelines and Bases of National Education (BRAZIL, 1996), the National Curriculum Guidelines for Early Childhood Education and its revision (BRAZIL, 2009a), and the Curricular Common National Basis (BRAZIL, 2018). The research showed that, by giving visibility to children's listening through pedagogical documentation, it is possible to know and welcome children, and to evaluate the educational path, intentionally projecting other ways of doing Pedagogy in Early Childhood Education.